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All Journal Buletin Al-Turas Khizanah al-Hikmah : Jurnal Ilmu Perpustakaan, Informasi, dan Kearsipan Pustakaloka: Jurnal Kajian Informasi dan Perpustakaan Record and Library Journal Lentera Pustaka Jurnal Kajian Informasi & Perpustakaan Bakaba: Jurnal Sejarah Kebudayaan dan Kependidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Turast: Jurnal Penelitian dan Pengabdian Shaut Al-Maktabah: Jurnal Perpustakaan, Arsip dan Dokumentasi Daluang: Journal of Library and Information Science Literatify : Trends in Library Development Indo-MathEdu Intellectuals Journal Mimbar Agama Budaya ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Tadwin: Jurnal Ilmu Perpustakaan dan Informasi Al-Ma'arif: Ilmu Perpustakaan dan Informasi Islam Sevaka: Hasil Kegiatan Layanan Masyarakat
Lailatur Rahmi
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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EFEKTIFITAS PEMBELAJARAN GEOGRAFI MENGGUNAKAN PETA DIGITAL UNTUK MENGANALISIS KEMAMPUAN BERPIKIR SPASIAL PESERTA DIDIK FASE F SMA NEGERI 2 PAYAKUMBUH Artamevia, Regy; Lailatur Rahmi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53528

Abstract

This study aims to determine the application of geography learning media using digital maps in improving students' spatial thinking skills and the effectiveness of learning media. This study uses a mixed method approach, which combines quantitative and qualitative methods with an explanatory sequential design. This design begins with the collection and analysis of quantitative data to provide a general overview of students' spatial thinking skills, followed by the collection and analysis of qualitative data to explore the factors that influence quantitative results. The use of media based on geospatial technology encourages students to be more involved in the learning process, understand spatial concepts, analyze various geographic phenomena, and interpret spatial information in a clearer, more interesting, and interactive way. Thus, digital map-based learning media can be a good choice for geography learning to improve students' spatial thinking skills. Keywords: Digital map, learning media, spatial thingking, geography
PENGARUH MODEL PEMBELAJARAN THINK PAIR SHARE BERBANTUAN MEDIA BAAMBOOZLE TERHADAP HASIL BELAJAR SISWA KELAS Xl DI MAN 2 KOTA PADANG Putri, Anggelia; Rahmi, Lailatur
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55753

Abstract

This study aims to determine the effect of the Think Pair Share (TPS) learning model assisted by Baamboozle media on the learning outcomes of class XI students on disaster mitigation and adaptation material at MAN 2 Padang City. The type of research used is quasi-experimental with a Pretest-Posttest Control Group design. The sample was selected purposively consisting of the experimental class (XI.FS1) and the control class (XI.FS6). Primary data in the form of pretest and posttest scores collected through multiple-choice instruments that have been tested for validity, reliability, difficulty level, and discrimination power; secondary data in the form of documentation of the learning process. Data analysis using SPSS 26 includes normality tests (Shapiro-Wilk), homogeneity tests, independent samples t-tests, and N-gain calculations. The results of the prerequisite tests show normal and homogeneous data distribution so that further analysis can be carried out. The independent t-test produces a significance value of 0.000 (p <0.05), which means there is a significant difference between the learning outcomes of the experimental and control classes after treatment. N-gain analysis showed a higher increase in learning scores in the experimental group compared to the control group. This finding indicates that the implementation of TPS assisted by Baamboozle is effective in improving students' conceptual understanding, communication skills, motivation, and active participation in geography learning on disaster mitigation and adaptation. In conclusion, the integration of the TPS model with Baamboozle is recommended as an innovative and effective learning strategy to improve the quality of learning processes and outcomes in class XI MAN 2 Padang City. Implications and recommendations for practice and further research are discussed.
EFEKTIVITAS PENGGUNAAN GOOGLE EARTH PRO SEBAGAI SUMBER BELAJAR DALAM MENINGKATKAN PEMAHAMAN KONSEP KERUANGAN SISWA PADA MATA PELAJARAN GEOGRAFI Widiantari, Yunita; Rahmi, Lailatur
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58246

Abstract

This study aims to examine the effectiveness of using Google Earth Pro as a learning tool in helping tenth-grade students at SMA Negeri 1 Batusangkar understand spatial concepts better. This study uses a quantitative approach with a quasi-experimental method and an unequal control group design. This study involved two classes, namely the experimental class and the control class, each consisting of 33 students. This study showed a significant improvement in the experimental class that used Google Earth Pro. The average score of the post-test reached 93.21, while the score of the pre-test was only 71.94. The experimental class had an N-Gain score of 0.86 which is included in the "Effective" category, better than the control class which only achieved a score of 0.73 in the "Quite Effective" category. Hypothesis testing using the t-test showed a statistically significant difference (p < 0.001) with a very large effect size, namely Cohen's d = 3.232. It is known that the use of Google Earth Pro is very effective in improving students' understanding of spatial concepts in geography lessons.
PENGARUH MODEL PROBLEM-BASED LEARNING (PBL) BERBASIS ISU LOKAL TERHADAP MINAT BELAJAR GEOGRAFI SISWA SMA N 5 BENGKULU SELATAN Triana Chintiya, Kenny; Lailatur Rahmi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61181

Abstract

This study examines the effect of a Problem-Based Learning (PBL) model integrated with local issues on the geography learning interest of Class XI Social Science students at SMA Negeri 5 Bengkulu Selatan. Initial observations indicated that student engagement and learning interest were noticeably low, supported by pretest results far below the minimum competency standard. A quasi-experimental design with a nonequivalent control group was employed, involving 28 students in the experimental class and 23 in the control class. Data were collected through a 20-item Likert-scale questionnaire measuring four indicators of learning interest: enjoyment, curiosity, receptiveness, and active participation. Hypothesis testing was conducted using SmartPLS 4 with the bootstrapping technique. The findings show that the experimental class achieved a mean interest score of 64.29 (80.36%), categorized as High, compared to 48.65 (60.82%) in the control class, categorized as Moderate. The path coefficient was 1.530, T-statistics reached 18.303 (>1.96), and P-value was 0.000 (<0.05), confirming a significant positive effect. The R-squared value of 0.585 indicates that the PBL model accounted for 58.5% of the variance in student learning interest. This study confirms that contextualizing PBL with locally relevant issues specifically illegal gold mining (PETI) in Lebong Regency is an effective strategy for improving student engagement in geography learning.
PENGARUH MODEL DISCOVERY LEARNING BERBASIS PENDEKATAN READING, QUESTIONING, AND ANSWERING (RQA) TERHADAP HASIL BELAJAR GEOGRAFI SISWA Rahmadani, Chika; Rahmi, Lailatur
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61932

Abstract

ABSTRACT This study examines the effect of the Discovery Learning model based on the Reading, Questioning, and Answering (RQA) approach on the learning outcomes of Class X students in Geography at SMA Negeri 1 Junjung Sirih. Preliminary interviews indicated that students were largely passive during lessons, and the class-average pretest score on Atmospheric Dynamics remained below the Minimum Completeness Criterion (KKM) of 75. A quasi-experimental design with a nonequivalent control group was employed, involving 35 students in the experimental class and 34 students in the control class, selected through purposive sampling based on comparable prior ability. Learning outcomes were measured through pretest-posttest scores across four meetings. Because the data did not fully satisfy the assumptions of normality and homogeneity, hypothesis testing was conducted using the Independent-Samples Mann-Whitney U Test. The results show that the experimental class achieved a mean posttest score of 84.57 with 100% mastery of the KKM, compared to 62.71 with only 23.5% mastery in the control class, and this difference was statistically significant (Asymp. Sig. (2-tailed) = 0.000). These findings confirm that Discovery Learning integrated with the RQA approach is more effective than conventional instruction in improving students' learning outcomes in geography.
Evaluasi Penerapan Pembelajaran Berdiferensiasi pada Mata Pelajaran Geografi Kurikulum Merdeka di SMAN 2 Gunung Talang Kabupaten Solok Zah Jatul Jannah; Lailatur Rahmi
ALSYS Vol 4 No 5 (2024): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v4i5.3583

Abstract

The purpose of this research is 1) To find out how the implementation of differentiated learning at SMAN 2 Gunung Talang Solok Regency. 2) To find out the obstacles experienced by teachers in the Independent Curriculum Geography subject in class X SMAN 2 Gunung Talang Solok Regency. The type of research used is descriptive qualitative research. The informants in this study were the principal, teachers and students of class X phase E. The data collection techniques used in this study were observation, interviews and documentation. Data analysis techniques in this study used the Miles and Huberman model, namely data reduction, data display and verification. The results of this study concluded that 1) The application of differentiated learning is very effective to be applied in the classroom as evidenced by the increased interest in learning and student learning outcomes and all stages in the application of differentiated learning from the pre-implementation, implementation and evaluation stages have gone well and all aspects of differentiated learning have been implemented well by geography teachers. But in its implementation there are still some things that need to be maximized again. 2) The problems encountered such as the lack of time in its implementation because each school has allocated time for each teacher and their respective subjects. So that teachers do not have enough time in implementing differentiated learning and limited resources because differentiated learning is still new in its application arises because of the independent curriculum.
Co-Authors Ade Sukma Wati Afdini Rihlatul Mahmudah, Afdini Rihlatul Aisyah , Yopi Alfi, Math Artamevia, Regy Arwendria Arwendria, Arwendria Astutik Nur Qomariyah, Astutik Nur Bifakhlina, Febriyanti Daulay, Rosniar Devani, Ferizka Tiara Doni, Sefri Fadhila Nurul Husna Zalmi Fadzil, Ghazali Mohamed Fakhlina, Resty Jayanti Fitri Ramadhani Fitri, Mega Orina Hamdani, Selvia Yunita Hasfera, Dian Hasibuan, Suci Annisa Husna Zalmi, Fadhila Nurul Hutagalung, Mawaddah Warahma Indira Irawati, Indira Irawati, Indiria Irna, Irna Jamal, Johari Juniati Putri , Elgia Khairat, Nurul Khairatih, Rizka Khairunnisa, Syakira Lolytasari M. Fadli Miftahul Khairi Friona Nelmawarni, Nelmawarni Nurhasanah Nurul Husna Zalmi, Fadhila Putri Bunda, Mega Putri, Anggelia Rahmadani, Chika Rahman, M Arief Rahmayuni, Suci Rosniar Daulay Ruslani, Silfia Safitri, Riski Sandora, Lisna Saputra, Agil Saputra, Zakaria Sari, Riska Amelia Sari, Shinta Nofita Satria, Andra Tri Siregar, Muhammad Ardiansyah Susetyo, Tamara A Tamara A Susetyo Salim, Tamara A Susetyo Triana Chintiya, Kenny Tridola, Regita Trinova, Regita Widiantari, Yunita Yudisman, Septevan Nanda Yunita, Rahmi Zah Jatul Jannah Zahra, Sabrina Latifa Zalmi, Fadhila Nurul Husna